Despite the ideological and political support of inclusive education for students with disabilities in U.S schools, the interpretation of the concept of inclusion is still vague and disputed. This article proposes a continuum model of inclusion based on current research, policies, and practice. The inclusion continuum model was developed to provide all stakeholders including practitioners, school leaders, policy makers, and researchers with a common lexicon that will allow them to discuss inclusion for all students with disabilities through a shared understanding that may allow for more insightful student placement decisions. Quality indicators for the model are described that can be used by stakeholders and decision makers to identify current inclusion practices and to provide guidance for how inclusive practices can be implemented most effectively and equitably for all students. The article also provides organizational guidance for the systemic changes necessary for successful inclusion implementation.